Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Environment with Embedded Strategy Instruction and Vocabulary Support

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Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children (2009, methodology): “Our SDR environment was intentionally designed with a Universal Design for Learning framework (Dalton & Proctor, 2007 , 2008 ; Proctor et al, 2007 ; Rose & Meyer, 2002 ).”
Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment (2011, background): “Strategies were selected due to their positive results with ELLs (e.g., Jimenez, 1997; Padron, 1992; Proctor et al., 2007) and were taught at a pace of one every 2 weeks across 8 weeks with equal emphasis on modeling, scaffolding, and independent practice.”
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “Scaffolding has led to promising results in subject areas outside of STEM, including social studies (Brush & Saye, 2001; Nussbaum, 2002; Saye & Brush, 2002), language arts (Proctor, Dalton, & Grisham, 2007), and teacher education (Chua, Tan, & Liu, 2015).”